Kindergarteners and the perils of online education

19 July, 2020: It was a moment of great relief when I saw the tweet of Human Resources Development (HRD) minister Ramesh Pokhriyal `Nishank’ on 14 July, 2020, that the Government had passed a set of guidelines called Pragyata mandating that the maximum screen time for online education should be three hours per day. Further, the guidelines dictate that kids in pre-primary classes should not spend more than 30 minutes on their online classes.

This HRD Ministry guidelines has, to a great extent, addressed the concerns of thousands of parents across India whose children are kindergarteners. Compelled by the need for social distancing norms in the wake of Covid 19 pandemic, the whole world is trying to evolve a new online educational paradigm. Though an essential step that cannot be avoided, I am strongly against any system that compels tiny tots to spend extended screen time on computers and laptops for learning.

The world has to adapt to the changes of its times and so with education. The pedagogical changes taking place with online education is like moving up the evolutionary ladder, but the perils of such a system not only scores out the advantages but would also harm the childhood of those who are taking their first steps in the world of learning. If the foundation is weak, the long term outcome can never be positive.

I being a father of a young daughter felt very deeply about this subject and decided to take up this issue with the Government. I am sure thousands of parents are concerned about the adverse impact of online education on the tender minds of their children.

In June 19, 2020, and subsequently, I wrote letters to the Honourable Ministers Smriti Zubin Irani (Women & Child Development Ministry) and Ramesh Pokhriyal `Nishank’ of HRD Ministry, Government of India, sharing my concerns about the childrens’ education under the new system.

The education world and our children faced a crisis without precedent or parallel. As reported by the United Nations, more than 1.5 billion children and young people are affected by school closure across the globe. While new social distancing norms are going to change the ways of schooling and education, they are also set to cast a grim shadow on the well-being of our children.

On one hand, most parents are struggling to set up an online education infrastructure at home, on the other hand a far more serious concern is plaguing us – the health and protection of childhood of our children, due to the inevitable impact of the new online education system.

There is a clear and present need to address the vulnerabilities of our children — especially those between two and six years — and to protect them from losing their childhood. Students up to Class V are under intense physical and mental, social and emotional pressure trying to keep up with the demands of an online education system which is still evolving and lacks proper standards. This is bound to adversely affect the physical and mental health of our future generation.

Incidentally, the Women & Child Development Ministry’s revised Integrated Child Protection Scheme (ICPS) policy states that it seeks to “……protect child from or against any perceived or real danger or risk to their lives, their personal being and childhood; address the root cause that would negate the healthy growth and development of children.”

The UN has already highlighted the perils of early internet exposure for young children. How many of them have the necessary knowledge, skills and resources to access digital technology? How many of them know how to keep themselves safe from potentially damaging content online?

The National Institute of Mental Health and Neurosciences (NIMHANS) has advocated against online classes and extended screen time exposure for young students. Experts across the board feel that early internet exposure will have an adverse effect on the physiological and psychological well-being of children.
The efficacy of most online education platforms today is questionable. Teachers, students and parents are struggling to come to terms with this new system effectively. There is an urgent need to set up a whole new digital pedagogical system that factors in the vulnerabilities and potential threats to our children. Online education for the very young should be a matter of choice and not compulsion. Adopting online education for the very young should be a choice and not a compulsion.

Also, the worries of the economically disadvantaged students lacking resources should be duly considered. The digital shift in education should not create a `digital divide’ in India.

The National Charter for Children (2003) of W&CD Ministry underlines intent to secure for every child the inherent right to be a child and enjoy a healthy and happy childhood. The WCD ministry should take cognisance of our concern so that the rapidly evolving online school-readiness programme in the country doesn’t become a major threat to the healthy growth and development of our children.

Finally, the Government’s timely decision to mandate a fixed time for the duration of online studies is a vital step towards ensuring that the childhood of millions of kindergarteners is not lost at the altar of online education.